SECOND LANGUAGE LEARNER 4
Second language learners are faced with myriad of challenges, fearsand frustrations, while trying to learn a second language. With theadvent of globalization, it is evident that students from all overthe world can be found in single classroom where language has been ahuge impediment towards learning. In order to overcome the challengesassociated with second language learners, there are variousapproaches which can be applied. To start with, educators have theresponsibility of developing learning lessons that are culturesensitive. In other words, the educators should avoid developinglessons that seem to discriminate or stereotype a culture(Lessow-Hurley, 2008). The lessons developed should be representativeof all the cultures of students in an institution. For instance,educators should develop learning lessons that group differentstudents from different cultures in order to enhanceinterconnectivity.
The failure to understand a second language can be a stressingoccurrence to the affected students. When such students cannotpronounce certain words correctly, they tend to be tensed.Furthermore, such students may find it difficult to communicateeffectively with their peers, as well as their teachers. It istherefore the responsibility of the teacher to provide such studentswith simple tests that will enable them to master the secondlanguage. It is vital for the teachers to start with simple tests andthen progress to more complex ones as the language skills and masterydevelops for the second language learners (Lessow-Hurley, 2008). Thisis an effective way of enhancing language mastery by the secondlanguage learners, as well as reducing their tension. The simpletests would range from practicing pronunciation to masteringeffective communication of the second language.
The aspect of learning a second language is a complex process thatshould be given enough time to develop. Second language learners takeEnglish tests in core content sections. It is imperative foreducators to increase the period that these students are required totake English tests for the core content sections. Currently, thisperiod has been set to one year. However, research has indicated thatthis period is too short for second language learners to haveacquired the necessary skill and experience or mastery of the secondlanguage (Lessow-Hurley, 2008). Therefore, it is vital for educatorsto increase this period from one years to at least three years inorder to enable second language learners enough time to master theEnglish language. This will ensure that these students overcome theemotional and the psychological barriers that are associate withsecond language learners.
Lastly, in order to eliminate the emotional and psychologicalbarriers of second language learners, it is critical to enhance thequality of the tests administered to second language learners.Educators need to increase native language tests as a means ofincreasing the quality of the tests. This is critical in ensuringthat the learners feel appreciated and also feel that their languageand culture is being recognized (Lessow-Hurley, 2008). It is alsovital in this regard to ensure that there are teachers who arefamiliar with the culture and languages of the second languagelearners. This will be immensely important in ensuring that thelearners can master the English language through their teachers whocan take them through the language in their native language.
Lessow-Hurley, J. (2008). Meeting the needs of second languagelearners: An educator`s guide. Alexandria, Va: Association forSupervision and Curriculum Development.